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Motor development in infancy essay
Motor development observation
Motor development observation
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Anecdotal Observation A nine months old infant playing ball with a whole placed mini wooden structure. The baby is folding both legs and playing the ball on the gray hardwood floor. The infant is holding the red ball using his right hand and putting again and again into the whole build in the mine wooden play structure mean time he holds his left hand forward with index finger pointing forward position. He repeats this play until one minute. Next, the baby stop playing the wooden play structure and try to put the ball in his mouth. The ball looses from the baby’s mouth and went to the right hand back side. The baby turn his head on half way his right hand clockwise smiling and saying “ahh…… oom…
After the child ventured away from his grandmother, someone tried to interact with the child, but had no success; he shied away. However, minutes later the child slowly returned to the person that tried to interact with him and started to initiate interaction with the person. Once the child initiated interaction, he started to express his verbal skills (which are very well developed for a two-year old). The child wanted to play on the play-set (a swing and slide) in the yard so; he pointed to the play-set and said “let’s go there”. He quickly ran to the play-set in complete excitement with a huge smile on face. Once there, he hesitated before he started playing. The child seemed a little stressed in the beginning of his play; his posture and gestures were very stiff. After playing for about thirty minutes, the child returned to the same area that his
A baby during the secondary circular motion stage will reach for a partially hidden toy; this is considered one of the main highpoints of this stage because it shows that the baby is becoming more and more familiar with that ...
Exploring How Psychologists Study the Role of Play in Child Development Longman Dictionary of Contemporary English, New Edition, 1995 defines “play” as: “[Children] when children play, they do things that they enjoy, often together or with toys. ” Play is one of the most powerful vehicles children have for trying out and mastering new social skills, concepts and experiences. Psychologists, such as Faulkner (1995), present evidence that play is seen as a mean of developing social skills and interpersonal relationships with others. The first section of the essay will present the different approaches psychologists use in the quest to learn about the role of children’s play and their related issues. This section will briefly define the nature of play and the different types of play that influence social development.
Portsmouth Infants and Toddlers endured a significant budget cut during SY18. Consequently, funding had to be reallocated to elimination or decrease needed direct services and system operations line items. Specifically, $11,725 dollars was reallocated from Occupational and Physical Therapy to Speech Therapy. The demand for speech has increased dramatically; however, OT and PT are still needed in Portsmouth.
The facility I did my observation at was Tutor Time in Fairfield, and I arrived there at 3:15pm. When I arrived there, I could instantly see that it was a child centered program by the feel of the artwork the kids had made that were on the walls, the passing classrooms and it smelled like sugar cookies throughout the building. It was very quiet in the office area and in the halls when I was walking to the class of preschoolers.
During my observation, I spent an extended time watching and observing a 7-month-old infant. This infant is a Caucasian male, with light brown hair and brown eyes. The child comes from a family where both parents are married and completely involved in their child’s life. As of now, the child has no other siblings. During the mother’s pregnancy, the infant developed in good health, through the prenatal stage. The mother selected not to breast feed and as an alternative, she gives him formula in a baby bottle. The infant hasn’t started to transitioning into solid foods. In addition, the child is provided with a pacifier throughout the day, especially during nap and bedtime. During his nap/bedtime the baby is offered a light white blanket.
The strange situation is an experiment designed around the natural settings of the home and involves the mother/caregiver, a baby age range from 9-18 months and a stranger. The Baby and mother are place in an environment very similar to their living room, field with numerous toys for which the baby can play and distract itself from unpleasant encounters if it needs too. The mother encourages here baby to play with the toys and actively interacts with her. In this video the child looks comfortable is okay playing and wandering around the room with the comfort of momma nearby. After a while, a stranger enters the room and stays in the room but not interacting with the child. The child in the video seems curious in the stranger and stops playing with her toys, and actively stares at the strange lady sitting in the chair ready a book. The mother tries to redirect the child to the ball but the baby stills stares at the lady, ignoring the mother’s encouragement to play with the
: Angelica’s case study is her level of Physical Development at 9months which is displayed throughout the video. The video segment that illustrates Angelica’s physical development is her crawling up that step. She shows to be in control of her movements and she is moving with a purpose which is to grab the book of the shelf without any help from the teacher. In the video it also shows her Cognitive Development skills to include her hand eye coordination specifically when she grabs the ball and then gives it to the caregiver. At this age angelica is discovering her hands and objects nevertheless, Angelica demonstrates this development through watching the caregiver as she goes down the carpet. Chatterjee (2016) suggest that motor skills give
Following my observation day in the gym with children from 18 months to kindergarten age I was able to notice a lot in term of child development and the impact physical education has on self esteem and growth of young children. I found that most children less than three lacked the coordination and fine motor skills seen in the older group of children.These children were also much more attached to their parent. I did however notice with some of the younger children is that if placed with a sibling or older friend they will try to mimic the abilities of the older individual and attempt to show skills they otherwise would not have until an older age. A good example of this was on the gymnastics mats one child was able to do flips off of his
The researchers explained the focus of the paper, the subjects, and methods used in a way that was understandable and useful to me because as both an early childhood educator and a parent of a child who is currently having speech therapy, I have a great understanding of why having reliable instruments for the screening and assessment is necessary, especially for early intervention to take place. Children with special needs can easily fall in between the cracks especially in a classroom setting if they are not able to receive the extra support they need to help them develop accordingly.
As a prekindergarten teacher and mother of three young children, I would like to express the importance of center based instruction in prekindergarten and early childhood education. School administrators and officials that do not work directly with small children do not understand the importance of prekindergarten. This discussion has come up on several occasions as attempts to cut funding and the entire prekindergarten program all together. I have also overheard highly intelligent officials and leaders in our school district disregarding prekindergarten and early child hood centers as a play period that lacks instruction and value. I am compelled to express knowledge and firsthand experience of the importance and value of centers in our pre-k and early childhood classrooms.
The two children that I have interacted with this week at the Early Childhood Education Center from the Willows group is Emily and Harriet. I got a chance to interact with these two girls this week. They are both so much fun to play with and be around. With Harriet, we played in the dirt box and played with the musical instruments. We also played with her stuffed little gray and white cat and a toy tiger. With Emily, we played doctor and played in the kitchen area. Together Emily and I played nurse and doctor to make her little baby feel better and got to play dress up with it. We also played some in the kitchen to make food for the baby as well. From what I have learned from Harriet and Emily is that they have two different personalities.
Adults will find themselves warming up to a 5 months old baby, who loves to socialize and interact with people. At this age, babies can easily engage other people's attention and get their best responses because of their innate charm, which may be viewed as a survival skill. Parents must see this stage as an opportunity to help their babies build their physical and social skills by the stimuli and love they offer.
One of the recurrently intense debates in contemporary society has to do with the origin of male and female behavioral differences in human children1. It is hard to understand to what degree are gendered behavioral differences innate and biological, and to what extent is the surrounding environment influencing such behaviors. Can we learn anything from our closest living relatives who grow up without being encouraged by the society to behave in a certain way? Chimpanzee (Pan troglodytes) adults differ in sociability, reflecting the ability to function in a complex social setting that ultimately determines their reproductive success2. How soon do these sociality differences begin to arise? To determine whether these sociality differences are innate or learnt we need to dig into infant social behavior, the age window when they are still independent of social
Psychologists study can result from more than one set of conditions, whether the observations refer to motor behaviors, verbal reports, or biological processes. This implies that the probability of discovering robust relations between a class of incentive and a category of outcome will be enhanced by looking for patterns of measures, rather than focusing on single, usually continuous, variables.